A configuração do trabalho real do professor de língua inglesa em seu próprio dizer

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

The purpose of this study is to investigate how teacher s real work is configured through the attendance of teachers beginning their career at Elementary School level and, indirectly to observe the course of teacher s education where the participants of the research accomplished their studies. This is a case study of two teachers of English, teaching for the first time at Elementary School. The data analysis was based on the following theoretical support: studies on the teacher socialization (LORTIE, 1975; TABACHNICK, ZEICHNER E DENSMORE, 1987; JORDELL, 1987; ZEICHNER &GORE, 1990;) and studies regarding teacher s work (CLOT, 1999; SAUJAT, 2004; AMIGUES, 2004; FAÏTA, 2004). The data were collected by simple autoconfrontation, crossed autoconfrontation and collective of work. The discourses of the subjects were analyzed according to the theoretical principals of the sociodiscursive interactionism of Bronckart (1999) and Bronckart &Machado (2004). The analysis of data shows that besides the knowledge and didactic content, a number of other elements take an important role at the teaching action. The different dimensions identified in this study reveal that teacher s work is complex; crammed with hindrances and obstacles; it is not recognized by the government and society and requires more and more time to be done. The amount of tasks and functions attributed to the teacher makes him/her dissatisfied with the conditions of work he/she faces. This study points out to teacher s work complexity and the need of including the diverse dimensions that constitute teaching actions in the teacher education programs.

ASSUNTO(S)

formação de professores professores de inglês - formação english teachers teacher training

ACESSO AO ARTIGO

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